Curricular Modules for the Beyond the
Stereotype Campaign
Module 1: Stereotypes
Stereotypes-Definitions
A stereotype is a an exaggerated or distorted
generalization about an entire category of people
that does not acknowledge individual variation.
Stereotypes form the basis for prejudice and
discrimination. They generally involve members of
one group that deny access to opportunities and
rewards that are available to that group.
http://www.thesociologicalcinema.com/blog/stereotypes-a-fundamental-concept-for-teaching-sociology#.VM5bbZU5DIU
Stereotypes – Thomas Theorem
 Thomas theorem: "if [people] define
situations as real, they are real in their
consequences." In other words, when people
accept stereotypes as true, then they are likely
to act on these beliefs, and these subjective
beliefs can lead to objective results.
 What are examples of this?
STEREOTYPES - Research
Research shows exposure to American Indian mascots increased
stereotyping of other minority groups. (See Prieto, Okazaki,
Goldstien and Kirschener. 2010).
Stereotype Exercise
 In groups of 4-5 write down at least 4 stereotypes you have
heard of or seen recently in the movies or TV (you don’t
have to agree with the stereotype and it could be a positive
or negative stereotype).
 Discuss where or how you think the stereotype may have
originated-is the stereotype fair/accurate?
 What harm, if any, does the stereotype cause.
 How do you think folks who are targets of the stereotype
feel when they see/hear it.
 How should we all respond when we hear/see stereotypes.
Module 2: Cultural
Appropriation
Before presenting this module the presenter should read:
R. Rogers, From Cultural Exchange to Transculturation: A
Review and Reconceptualization of Cultural Appropriation,
Communication Theory 16 (2006).
Cultural Appropriation Definition
In its broadest sense cultural appropriation is:
The adoption or taking of specific elements, (such as ideas,
symbols, artifacts, images, art, rituals, icons, behavior, music,
styles) of one culture by another culture.
Cultural Appropriation – Types
There are four types of cultural appropriation according to Richard A.
Rogers*, they include:
1. Cultural Exchange – Reciprocal Exchange
2. Cultural Dominance – Imposing the dominant culture on a subordinate
culture
3. Cultural Exploitation – Taking of subordinate culture for benefit of dominant
culture
4. Transculturation – Development of cultural hybrids
* See R. Rogers, From Cultural Exchange to Transculturation: A Review and Reconceptualization of Cultural
Appropriation, Communication Theory 16 (2006).
Examples of Types of Cultural
Appropriation
1. Cultural Exchange ……….
2. Cultural Dominance ……………………………....
3. Cultural Exploitation………
Indian Boarding Schools
and forced assimilation.
…………..
V
Victoria Secret
Indian Princes
Blackface
4. Transculturation …………………………………………………………
From “juzgado” to “hoosegow”
Cultural Exploitation
Cultural exploitation is:
The appropriation of elements of a subordinated culture by a
dominant culture without substantive reciprocity, permission,
compensation, understanding, or appreciation*.
There is often a prior history of discrimination or some form
of marginalization. Often the appropriation serves,
intentionally or unintentionally, to perpetuate the subordinate
position of the appropriated culture.
* See R. Rogers, From Cultural Exchange to Transculturation: A Review and Reconceptualization of Cultural Appropriation, Communication Theory 16 (2006).
Cultural Dominance
Cultural Dominance is:
The use of elements of a dominant culture by
members of a subordinated culture in a context
in which the dominant culture has been imposed
onto the subordinated culture, including
appropriations that enact resistance.
When is Cultural Appropriation
Offensive or Harmful
(Cultural Misappropriation)
Ask the following questions:
Is there a history of discrimination or oppression, of the subordinate group?
Is there a power differential between cultural groups involved?
Does it perpetuate negative stereotypes?
Is the culture being erroneously depicted (cultural degradation).* Are important
cultural symbols being used inappropriately?
Is the subordinate culture being “mined’ and “shipped home” for consumption?
Is commodification occurring? (See Wallace & Malm, 1984).
Is a cultural/racial group offended or likely to be offended?
* Appropriation “can have corrosive effects on the integrity of an exploited culture because the appropriative conduct can
erroneously depict the heritage from which it is drawn.” When a culture is distorted “tears can appear in the fabric of a group's
cultural identity.” Ziff & Rao, 1997, p.9)
Exercise
 What are some examples of cultural appropriation that
would be offensive or harmful? What are some that would
not be?
 Research questions. What does a Native American
Headdress represent. What does a Bindi represent?
 What are current day examples of appropriating a culture or
its artifacts without permission, reciprocity or
compensation.
Module 3: Micoraggressions
Microaggressions - Definition
Microaggressions are the everyday verbal, nonverbal, and
environmental slights, snubs, or insults, whether intentional or
unintentional, which communicate hostile, derogatory, or negative
messages to target persons based solely upon their marginalized
group membership. In many cases, these hidden messages may
invalidate the group identity or experiential reality of target
persons, demean them on a personal or group level, communicate
they are lesser human beings, suggest they do not belong with the
majority group, threaten and intimidate, or relegate them to
inferior status and treatment
See: https://www.psychologytoday.com/blog/microaggressions-in-everyday-life/201011/microaggressions-more-just-race (Sue,DW); Sue,
D.W., Capodilupo, C., Torino, G, Bucceri, J., Holder, A., Nadal, K., & Equin, M. (2007). Racial Microaggressions in Everyday Life:
Implications for Clinical Practice. The American Psychologist , 62 (4) 271-286; and http://www.youtube.com/watch?v=xAIFGBlEsbQ
Microaggressions - Research
Research shows that chronic microaggressions
results in “painful psychological stress
responses” and “feelings of anger, disgust,
distress, and a diminished sense of belonging
on their respective campuses.” Microaggressions
negatively impact learning.
(See W.A. Smith et al. 2007 p. 573; and D.W. Sue, Racial Microaggressions in Everyday Life, 2010, Wiley & Sons)
Microaggressions - Research
Data going back to the 80s suggests that there are thousands of
instances of ethno-violence (ranging from assaults, to graffiti, to
racial slurs) directed towards students of color each year. A study at
the University of California-San Diego in the 90s found that over
80% of white students admitted to having seen or heard racial slurs
or acts of race-based discrimination aimed at students of color. And
a 2004 survey at the University of Virginia found that 40% of all
black students at the school had been the target of a direct racial slur,
while 91% had either experienced or witnessed an act of racial
discrimination or intolerance since coming to the college.
Wise, T., Speaking Treason Fluently: Anti-Racist Reflections From an Angry White Male
Exercise
Break up into small groups:
 And share incidents of micro aggressions you experienced
or witnessed.
 Share a micro-aggression you committed. How did others
respond?
 How were these incidents handled, how would you handle it
it differently today?
Module 4: Bystander
Intervention
Bystander Intervention
 The willingness to take action and help someone in
time of need.
 People who engage in bystander intervention
are “Active Bystanders”
 An Active Bystander assesses a situation to
determine what kind of help, if any might be
appropriate, by evaluating options and choosing a
strategy for response.
Bystander Situations May Include:
· Discriminatory or offensive humor
· Rude, inconsiderate, or unprofessional
behavior
· Meanness, bullying
· Engaging in cultural misappropriation or
displaying a stereotype
· Harassment or microaggressions
· Threats or potential violence
Bystander Strategies May Include:
· Name or acknowledge an offense
·
·
·
·
·
·
Interrupt the behavior
Encourage dialogue
Publicly support an aggrieved person
Privately support an upset person
Talk privately to the person engaging in inappropriate action
Call for help and/or seek assistance
Source: http://web.mit.edu/bystanders/definition/index.html
Module 5: Race Themed Parties:
Cultural Misappropriation, Stereotypes and
Micro-aggressions
RACIALLY THEMED
PARTIES AS MICROAGGRESSIONS
October 2012: The photograph below depicts the members of a sorority at
Penn State hosting a Mexican themed party . The signs read “will mow lawn
for weed & beer” and “I don’t cut grass I smoke it”.
Compton Cookout UCSD
Invitees were urged to wear chains, don cheap clothes and
speak loudly with a limited vocabulary. Female participants
were encouraged to be “ghetto chicks” and “chicken, coolade
and of course watermelon,” would be served.
Duke University-Asia Prime
Party
Duke Univ. party named "Asia Prime.” The invite read: "Herro Nice Duke Peopre" in a
misspelling intended to convey an East Asian accent.
Photos from the party show students dressed in traditional Asian garments such as
conical sedge hats and sumo wrestler attire.
Santa Clara University – South
of the Border Party
California’s Santa Clara University, students decided to throw a “South of
the Border Party.” Students dressed up as janitors, female gangsters and
pregnant women.
RACIALLY THEMED PARTIES AS MICRO-AGGRESSIONS
WHY THEY ARE HARMFUL
 Reinforces and Perpetuates negative stereotypes.
 Dehumanizes and Invalidates the appropriated culture by reducing
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entire groups of people to a caricature.
Allows for commodification and cultural degradation of the culture.
Creates a hostile and unwelcoming educational environment (legal
liability).
Can also negatively impact the appropriators (future employers or grad
programs may discover their participation in these events via the
internet)
Adds to micro-aggressions experienced by members of subordinate
groups – Whichh impacts learning